Decolonising the Curriculum: A Survey of Current Practice in A Modern UK University

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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12

Foreign Countries; Decolonization; Colleges; Curriculum Evaluation; College Students; College Faculty; Minority Group Students; White Students; White Teachers; Racial Differences; Ethnic Groups; Student Attitudes; School Personnel; Curriculum Development; Culturally Relevant Education

10.1080/14703297.2022.2121305

1470-3297
1470-3300

Decolonisation is a socio-political movement which challenges Eurocentrism and post-colonial notions of power. This has numerous implications for higher education institutions (HEIs), where the content and delivery of curricula may be seen as products of colonial legacy. The decolonisation agenda has increasing support from students, the academy, and regulatory bodies, which together are invoking HEIs to act. This paper reports on research undertaken within a UK HEI, which benchmarked the extent to which programmes followed characteristics of (de)colonised curricula. A survey, based on existing open access resources, was completed by 99 staff and 290 students across four schools. Findings suggest differences in how curricula are perceived by staff and students, and between white and minority ethnic student groups. Given growing global interest in decolonisation and associated social justice themes, this research has important applications for other HEIs.

As Provided

2024

EJ1406182